Grade 1 Fine Arts Kansas Standards

Imagine: Generate musical ideas for various purposes and contexts.

With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).

Plan and Make: Select and develop musical ideas for defined purposes and contexts.

With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.

With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

Present: Share creative musical work that coveys intent, demonstrates craftsmanship, and exhibits originality.

With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Responding – Understanding and evaluating how the arts convey meaning.

Performing – Realizing artistic ideas and work through interpretation and presentation.

Creating – Conceiving and developing new artistic ideas and work.

Select: Select varied musical works to present based on interest, knowledge, technical skill, and context.

With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

Analyze: Analyze the structure and context of varied musical works and their implications for performance.

With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.

When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

Interpret: Develop personal interpretations that consider creators' intent.

Demonstrate and describe music's expressive qualities (such as dynamics and tempo).

Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

With limited guidance, apply personal, teacher, and peer feedback to refine performances.

With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.

Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

With limited guidance, perform music for a specific purpose with expression.

Perform appropriately for the audience and purpose.

Select: Choose music appropriate for a specific purpose or context.

With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Analyze: Analyze how the structure and context of varied musical works inform the response.

With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

Interpret: Support interpretations of musical works that reflect creators'/performers' expressive intent.

With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.

Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Use variations of voice, movement, and gesture for different characters.

Envision

Contextualize

Improvise a character and setting from a story.

Identify and reflect upon personal meaning and emotional responses to performances and apply ideas to self and society.

Produce/Present

Create a setting appropriate to a story.

Demonstrate active listening.

Use variations of voice, movement, and gesture for different characters.

Craft/Refine

Use improvisation to create dialogue for a script.

Use simple objects and materials for props, costumes, and physical settings.

Appreciate/Respond

Appreciate/Respond

Describe the elements of live theatre. Identify how dramatic elements communicate meanings and elicit emotions in stories, performances, and electronic media.

Describe how theatre artists manipulate theatrical elements.

Acquire the information and skills necessary for the planning and preparation of a theatrical work.

Reflect

Sequence the steps needed for creating a project.

Identify local theaters and how they are a part of the community.

Problem solve with others.

Improvise a play using available materials.

Identify how dramatic elements communicate meaning and elicit emotions.

Apply personal observation, knowledge, and experience to shape a work.

Organize/Plan

Develop acceptance of individuals in their theatrical community and the community as a whole.

Etiquette/Respect

Adjust playmaking to incorporate unintended occurrences.

Listen to script, differentiating dialogue, stage direction, and character identification.

List and describe the basic elements of a story.

Demonstrate active listening.

Explore and imagine through creative play, drama processes, and theatre experiences to discover diverse creative ideas.

Use simple objects and materials for props, costumes, and physical settings.

Develop/Perform

Concentrate on the task at hand for a specific period of time.

Demonstrate appropriate audience behavior.

Respond to the feelings/emotions within self and other's discovered through drama work and theatre experiences to demonstrate an understanding of the human experience.

Engage in imaginative play. Problem solve when the unexpected happens.

Interpret and articulate perspectives on theatre experiences in one's own work and the work of others by using criteria such as aesthetics, beliefs, contexts, and critical perspectives.

Maintain a safe space for experimentation and risk taking for the development, revision, and refinement of new work, ideas, and perspectives.

Connect/Integrate

Follow appropriate safety procedures.

Use self-control and active listening to appreciate and respond to a performance.

Collaborate with peers to perform a classroom dramatization.

Identify jobs related to theatre production.

Recognize the contextual aspects of performances from various cultures, times, and places.

Recognize how theatre communicates ideas about past and present cultural and social context.

Experience

Communicate the relationships between theatre and the world to make meaning and deepen understanding of cultural, global, and historical contexts.

Identify and demonstrate stage position and movement.

Discover/Create

Identify and distinguish the various roles and responsibilities necessary for theatrical production.

Engage in creative play, drama processes, and theatre experiences both individually and collaboratively.

Recognize elements and skills from other content areas used in theatre and use skills developed through theatre in other content and occupational areas.

Share stories about personal experiences.

Present realized artistic ideas in a theatrical form.

Develop a performance from story book.

Engage in self-directed play. Try new things. Improvise a character and dialogue. Improvise a setting appropriate for a story. Communicate through physical action and reaction.

Engage in collaborative, imaginative play.

Acceptance/Respect

Analyze/Critique/Evaluate

Work with others.

Display appropriate emotional behavior throughout the production process.

Cross Curricula/Careers

Identify other content areas used in theatre.

Create a personal response to a performance and apply those ideas to self and society.

Apply criteria to evaluate artistic work.

Convey meaning through the presentation of artistic work.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Connecting

Responding

Presenting

Generate and conceptualize artistic ideas and works.

Organize and develop artistic ideas and work.

Select, analyze, and interpret artistic work for presentation.

Creating

Perceive and analyze artistic work.

Interpret intent and meaning in artistic work.

Develop and refine artistic techniques and work for presentation.

Synthesize and relate knowledge and personal experiences to make art.

Refine and complete artistic work.

Identify times, places, and reasons by which students make art outside of school.

Understand that people from different places and times have made art for a variety of reasons.

Engage collaboratively in exploration and imaginative play with materials.

Use observation and investigation in preparation for making a work of art.

Explore uses of materials and tools to create works of art or design.

Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Identify and classify uses of everyday objects through drawings, diagrams, sculpture, or other visual means.

Use art vocabulary to describe choices while creating art.

Explain why some objects, artifacts, and artwork are valued over others.

Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.

Identify the roles and responsibilities of people who work in and visit museums and other art venues.

Select and describe works of art that illustrate daily life experiences of one's self and others.

Compare images that represent the same subject.

Interpret art by categorizing subject matter and identifying the characteristics of form.

Classify artwork based on different reasons for preferences.